Preschoolers’ Motivation to Over-Imitate Humans and Robots     

Hanna Schleihauf  Stefanie Hoehl  Neli Tsvetkova  Alexander König  Katja Mombaur  Sabina Pauen 《Child development》2021,92(1):222-238

From preschool age, humans tend to imitate causally irrelevant actions—they over-imitate. This study investigated whether children over-imitate even when they know a more efficient task solution and whether they imitate irrelevant actions equally from a human compared to a robot model. Five-to-six-year-olds (N = 107) watched either a robot or human retrieve a reward from a puzzle box. First a model demonstrated an inefficient (Trial 1), then an efficient (Trial 2), then again the inefficient strategy (Trial 3). Subsequent to each demonstration, children copied whichever strategy had been demonstrated regardless of whether the model was a human or a robot. Results indicate that over-imitation can be socially motivated, and that humanoid robots and humans are equally likely to elicit this behavior.  相似文献   

Exploring the Mechanisms of Knowledge Transfer in University‐Industry Collaborations: A Study of Companies,Students and Researchers     

Christian Nielsen  Katja Cappelen 《Higher Education Quarterly》2014,68(4):375-393

This article discusses mechanisms, enablers and barriers for knowledge transfer in university‐industry collaboration projects involving companies, students and researchers. Data is collected through 35 qualitative interviews with Danish and Norwegian representatives from the above categories. All respondents have been involved in collaborative projects, such as student‐industry cooperation or collaboration projects between scientists and businesses. This research shows that to secure real value adding through knowledge transfer in university‐industry collaboration projects, it is important that the involved parties view each other as equal partners. It is argued that creating a better understanding of roles and competences of the involved parties can help diminish this problem. A final conclusion is that continuous knowledge sharing throughout the project seems more highly valued by the involved parties than a final report does. Best practice for collaborative projects is suggested.  相似文献   

Diversity in early childhood education: a German perspective     

Katja Gramelt 《Early Years: An International Journal of Research and Development》2013,33(1):45-58

This paper outlines the theoretical foundation of a skill enhancement programme in early childhood settings which follows the ideas of the Anti-Bias approach. A focal point of the concept is to acknowledge the connection between societal, structural and individual biases. It challenges those biases and assists educators in improving their competences to promote diversity. The paper describes the history of the transfer of the Anti-Bias approach across?three different international contexts. An empirical study is then introduced which is based on the combination of a document analysis and expert interviews of those who facilitate the concept. The findings reveal that developing competences in reflecting the individual self and professional actions are key methods, and they entail implications for concepts of enabling educators to support inclusion. Those implications as well as input on dealing with diversity in Germany are outlined.  相似文献   

Quality of Reciprocated Friendships of Students with Special Educational Needs in Mainstream Seventh Grade     

Goele Bossaert  Hilde Colpin  Sip Jan Pijl  Katja Petry 《Exceptionality》2013,21(1):54-72

This study focuses on companionship, intimacy, and support of reciprocated friendships of students with autism spectrum disorders (ASD), students with motor and/or sensory disabilities, and typically developing students with their classmates at the start of mainstream secondary school. The study included 1379 typically developing students, 65 students with ASD, and 50 students with motor and/or sensory disabilities of 100 different classes in 56 schools. Sociometric techniques were used. No differences were found between companionship and support of the reciprocated friendships of the three groups. Students with ASD did report significantly less intimacy in their friendships than typically developing students did. The number of friends was not related to companionship or intimacy, but was positively associated with support of the students' reciprocated friendships. Furthermore, perceptions of shared friendship quality did not differ among students with ASD, students with motor and/or sensory disabilities, and their typically developing friends. Future research is needed to tap into the predictors and consequences of reciprocated friendships of students with special education needs in mainstream classes.  相似文献   

Using Latent Semantic Analysis to Evaluate the Contributions of Students in AutoTutor     

Arthur C. Graesser  Peter Wiemer-Hastings  Katja Wiemer-Hastings  Derek Harter  Tutoring Research Group Tutoring Research Group  Natalie Person 《Interactive Learning Environments》2013,21(2):129-147

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Is being gifted always an advantage? Peer relations and self-concept of gifted students     

Katja Košir  Marina Horvat  Urška Aram  Nina Jurinec 《High Ability Studies》2016,27(2):129-148

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies.  相似文献   

Agentic perspective on fostering work-related learning     

Katja Vähäsantanen  Susanna Paloniemi  Päivi Hökkä  Anneli Eteläpelto 《Studies in Continuing Education》2017,39(3):251-267

Despite the increased recognition of the role that professional agency plays in work-related learning, little is known about what supports it. Based on current theoretical notions, the first purpose of this paper is to show that professional agency is closely intertwined with work-related learning. The second purpose is to introduce some main principles that promote professional agency and describe three work-related training settings that are aimed at fostering learning by taking into account agentic perspectives. These complementary settings include an identity coaching programme, a leadership coaching programme, and a work conference. Based on the qualitative meta-synthesis, the paper further provides an empirical overview of professional agency and learning in these settings. The paper contributes to the understanding of the potential of professional agency at the heart of work-related learning. To foster learning, it is necessary to create social events for the enactment and activation of agency so that social and individual resources (e.g. experiences) are utilised. Overall, the paper emphasises that individuals and communities are active crafters of their professional identities and practices, and it provides viewpoints to support their agency in work and training settings.  相似文献   

Age and gender specific sexual behaviors in children     

Sandnabba NK  Santtila P  Wannäs M  Krook K 《Child abuse & neglect》2003,27(6):579-605

OBJECTIVE: The purpose of the present research was to explore the sexual behaviors of 2- to 7-year-old children through reports of day-care personnel. An overall aim of this exploratory study was to provide information about the frequencies of child sexual behaviors. Also, the aim was to explore any age and gender differences. METHOD: A representative sample of 364 Finnish children not screened for developmental delay, sexual abuse history or psychiatric problems (181 girls and 183 boys) in 190 day-care centers were studied using the "Day-Care Sexuality Questionnaire" (DCSQ), with 244 sexual and other behavior items. RESULTS: Age influenced more the extent of the 244 sexual behaviors of boys than of girls. In sexual behaviors increasing with age, girls showed behaviors with a more social character, whereas boys showed more explorative and information-seeking behaviors. Girls had a higher frequency of domestic and gender role exploring behaviors, whereas the boys tended to engage in explorative acting and information-seeking behaviors. CONCLUSIONS: The results suggest that child sexual behavior reported by day-care personnel may provide useful information about the development of children's sexuality. Implications for sexual abuse investigations were discussed.  相似文献   

Functioning and participation of students with ADHD in higher education according to the ICF-framework     

Elke Emmers  Dorien Jansen  Katja Petry  Saskia van der Oord  Dieter Baeyens 《Journal of Further & Higher Education》2017,41(4):435-447

Due to an increasing number of students with ADHD in higher education and the difficult course of their academic career, a comprehensive overview of participation and functioning of this group is needed. A comprehensive search was performed in MEDLINE (PubMed), EMBASE, CINAHL and ERIC electronic databases in June 2014. This systematic literature review synthesises 22 articles. Most selected articles focused on body functions and structures (n = 16). If we want to support students with ADHD in higher education (e.g., by implementing effective accommodations), it is important to take into account characteristics of the individual student as well as the environment.  相似文献   

Associations of childhood trauma, trauma in adulthood and previous-year stress with psychopathology in patients with major depression and borderline personality disorder     

Wingenfeld K  Schaffrath C  Rullkoetter N  Mensebach C  Schlosser N  Beblo T  Driessen M  Meyer B 《Child abuse & neglect》2011,35(8):647-654

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